ACADEMIA Letters Effect of the Covid-19 Pandemic on Education in India: A Case Study Bhumika Das, MATS University The COVID-19 pandemic has wreaked havoc on education systems around the world, affecting nearly 1.6 billion students in over 200 countries. More than 94 percent of the world’s student population has been affected by the school, university, and other learning space closures this has resulted in significant changes in every aspect of our lives. Orthodox educational activities have been greatly disrupted by social distancing and restrictive movement policies. After the restrictions have been lifted, the reopening of schools is another problem, as several new standard operating procedures have been implemented. Many scholars have shared their work on teaching and learning in various ways in the aftermath of the COVID-19 pandemic. Face-to-face instruction has been phased out at several schools, colleges, and universities. There is concern that the 2020 academic year will be lost in the future or much more in the future. Innovation and implementation of alternative educational systems and evaluation methods are urgently needed. The COVID-19 pandemic has given us the ability to lay the groundwork for digital learning. This article aims to provide a detailed report on the effect of the COVID-19 pandemic on online teaching and learning of various articles and suggest a course of action. Introduction The COVID-19 pandemic has spread across the globe, affecting almost all countries and territories. The outbreak was first discovered in Wuhan, China, in December 2019. Countries all over the world warned the public to exercise caution. Handwashing, wearing face masks, Academia Letters, July 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Bhumika Das, bhumikadas777@gmail.com Citation: Das, B. (2021). Effect of the Covid-19 Pandemic on Education in India: A Case Study. Academia Letters, Article 2424. https://doi.org/10.20935/AL2424. 1 physical distancing, and avoiding mass gatherings and meetings have all been used as public health techniques. In order to flatten the curve and monitor the spread of the disease, lockdown and stay-at-home methods have been implemented (Sintema, 2020). During the second week of March 2020, Bhutan announced the closure of schools and organizations, as well as a decrease in business hours (Kuensel, 2020, 6 March). From August 1, 2020, the entire country was placed on a lockdown (Palden, 2020). In the meantime, people were able to travel about, workplaces reopened, schools and colleges reopened for some degrees, and others continued with online classes. The school closure has impacted more than 170,000 Bhutanese children in grades PP–XII. The consequences are far-reaching, and they have had an effect on learning this academic year and will continue to do so in the coming days. Face-to-face instruction has been phased out at a number of schools, colleges, and universities. Alternative instructional and evaluation methods must be developed and implemented quickly. The COVID-19 pandemic has given us the ability to pave the way for digital learning to be implemented (Dhawan, 2020). The lack of online teaching infrastructure, teachers’ limited exposure to online teaching, the knowledge divide, a non-conducive climate for learning at home, equity, and academic excellence in higher education are all highlighted in the research. The effect of the COVID-19 pandemic on the teaching and learning process around the world is examined in this paper. During the COVID-19 pandemic, the difficulties and opportunities of online and continuing education are summarised, and a path forward is proposed. Continuing Education By Online Pedagogy During the pandemic, e-learning resources were critical in assisting colleges and universities in facilitating student learning during the closing of universities and schools (Subedi et al., 2020). Staff and student readiness must be assessed and encouraged when adjusting to the latest changes. Learners with a fixed mindset have a hard time adapting and adjusting, whereas learners with a growth mindset adapt quickly to new situations. For online learning, there is no one-size-fits-all pedagogy. There are a number of subjects to choose from, each with its own set of requirements. Various subjects and age groups necessitate various approaches to online learning (Doucet et al., 2020). Physically disabled students will also benefit from online learning because it enables them to engage in learning in a simulated environment with minimal movement (Basilaia & Kvavadze, 2020). Academia Letters, July 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Bhumika Das, bhumikadas777@gmail.com Citation: Das, B. (2021). Effect of the Covid-19 Pandemic on Education in India: A Case Study. Academia Letters, Article 2424. https://doi.org/10.20935/AL2424. 2 Teaching and Learning Challenges Students are assessed online, which involves a lot of trial and error, as well as ambiguity and confusion among teachers, students, and parents. . Many schools and organizations have yet to implement appropriate plagiarism-checking initiatives, owing to the large student population. Internal tests and exams for major public qualifications such as the General Certificate of Secondary Educations (GCSE) have been halted, and levels have been canceled for the whole cohort in the UK as a result of the lockdown. Depending on how long the lockdown lasts, postponing or canceling the whole exam assessment may be a real possibility (United Nations, 2020). Due to the COVID-19 outbreak and national lockdown, various state-level board exams, recruitment exams, university-level exams, and entrance exams have been postponed across India. BITSAT 2020, NATA 2020, CLAT 2020, MAT 2020, ATMA 2020, and other entrance exams have also been delayed or rescheduled. Teaching and Learning Possibilities during Pandemic For the first time ever, online platforms such as Google Classroom, Zoom, interactive learning environments, social media, and various community channels such as Telegram, Messenger, WhatsApp, and WeChat are explored and tried for teaching and learning. Also after face-toface teaching returns, this can be explored further, and these sites can offer additional tools and coaching to learners. Teachers are expected to come up with innovative ideas to help solve the drawbacks of virtual teaching. When educators, parents, and students share common experiences, there are incomparable opportunities for collaboration, innovative ideas, and willingness to learn from others and try new tools (Doucet et al., 2020). Many educational organizations are making their resources and solutions available for free in order to assist and facilitate teaching and learning in a more immersive and engaging manner. Discussion As of July 2020, the pandemic had impacted 98.6% of learners worldwide, or 1.725 billion children and youth in 200 countries, from pre-primary to higher education (United Nations, 2020). As a result, making learning feasible and accessible by homeschooling has become a pressing need. Online learning does not allow for the use of pedagogy that is accessible and used for face-to-face learning. Despite the fact that a variety of pedagogy has been developed Academia Letters, July 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Bhumika Das, bhumikadas777@gmail.com Citation: Das, B. (2021). Effect of the Covid-19 Pandemic on Education in India: A Case Study. Academia Letters, Article 2424. https://doi.org/10.20935/AL2424. 3 for online and distance learning, teachers who are technologically illiterate need appropriate professional development and training in order to align themselves with their students. Authentic evaluations and timely reviews are critical parts of the learning process. The availability of helpful formative tests and timely input to online learners is a critical component of online distance teaching (Doucet et al., 2020). This has been found to be difficult for educators and the educational system. Due to larger class sizes, a lack of online teaching infrastructure and professional growth, and the students’ non-participative disposition, it is more difficult in Bhutan. Many educational firms have prepared a variety of online infrastructure that has been made open for learning during this pandemic. The affordability and accessibility of these online infrastructures for students from all walks of life remain a challenge. Students with special needs, such as hearing impairment, vision impairment, or mobility disorders, need extra instruction, as well as support and guidance. Many caregivers and parents at home are unable to meet these needs, which impedes this group’s learning. As a result, time and money should be spent exploring and researching the best options for these students’ special educational needs (SEN). Since all students’ assignments and exams are completed at home, educators have a difficult time determining the authenticity of the work and the actual learning that is taking place. Furthermore, many parents direct and assist their children throughout the learning process, with varying degrees of success. Another field of research is student grading since no proper standards have been established and implemented. Conclusion While numerous studies have been conducted, the report on the effect of the COVID-19 pandemic on teaching and learning around the world concludes that, in the case of developing countries, appropriate pedagogy and platforms for different class levels of higher secondary, middle, and primary education need to be explored further. Internet bandwidth is limited, with fewer access points, and data packages are expensive in comparison to people’s income in many developing countries, limiting connectivity and affordability. To improve the situation, policy action is needed. A study field is further discovery and investigation of successful pedagogy for online teaching and learning. Another field of research is the need for developing resources for authentic evaluations and timely feedback. The affordability and accessibility of educational tools for all learners from various economic backgrounds has been described as a challenge, for which educational tool developers should concentrate on customization. Intervention at the policy level is also important. Given the current situation, education systems around the world, including Bhutan’s, must inAcademia Letters, July 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Bhumika Das, bhumikadas777@gmail.com Citation: Das, B. (2021). Effect of the Covid-19 Pandemic on Education in India: A Case Study. Academia Letters, Article 2424. https://doi.org/10.20935/AL2424. 4 vest in teacher professional development, especially in ICT and effective pedagogy. Another field of research and development is using user-friendly resources to make online teaching more creative, innovative, and interactive. This will help to prepare the educational system for potential uncertainties. The COVID-19 pandemic has taught us that teachers and students/learners should be trained on how to use various online educational resources. When regular classes resume following the COVID-19 pandemic, teachers and students should be encouraged to continue using online resources to improve teaching and learning. References 1) Basilaia, G., Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), 10. https://doi.org/10. 32933/pr/7937. 2) Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crises. Journal of Educational Technology, 49(1), 5–22. https://doi.org/10.1177/0047239520934018. 3) Doucet, A., Netolicky, D., Timmers, K., Tuscano, F. J. (2020). Thinking about pedagogy in an unfolding pandemic (An Independent Report on Approaches to Distance Learning during COVID-19 School Closure). Work of Education International and Unesco.https://issuu.com/educationinternational/docs/2020_research_covid-19_eng, Guidance Note on Education Systems’ Response to COVID19 . (2020, March). p. 6 4) Kuensel. (2020, March 6). First confirmed coronavirus case in Bhutan. Kuensel. https:// kuenselonline.com/first-confirmed-coronavirus-case-in-bhutan/ Maurin, E., McNally, S. (2008). Vive la révolution! Long-term educational returns of 1968 to the angry students. Journal of Labor Economics, 26(1). https://doi.org/10.1086/522071. 5) Murgatrotd, S. (2020, March). COVID-19 and Online learning, Alberta, Canada. doi:10.13140/RG.2.2.31132.8512. 6) Palden, T. (2020, August 12). Women test COVID-19 positive after five tests locking down entire country. Kuensel, pp. 1–2. 7) Petrie, C. (2020). Spotlight: Quality education for all during COVID-19 crisis (hundrED Research Report #01). United Nations. https://hundred.org/en/collections/quality-education- Academia Letters, July 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Bhumika Das, bhumikadas777@gmail.com Citation: Das, B. (2021). Effect of the Covid-19 Pandemic on Education in India: A Case Study. Academia Letters, Article 2424. https://doi.org/10.20935/AL2424. 5 for-all-during-coronavirus. 8) Ravichandran, P., Shah, A. K. (2020 July). Shadow pandemic: Domestic violence and child abuse during the COVID-19 lockdown in India. International Journal of Research in Medical Sciences, 08(08), 3118. https://doi.org/10.18203/2320-6012.ijrms20203477. 9) Subedi, S., Nayaju, S., Subedi, S., Shah, S. K., Shah, J. M. (2020). Impact of e-learning during COVID-19 pandemic among nurshing students and teachers of Nepal. International Journal of Science and Healthcare Research, 5(3), 9. 10) Sintema, E. J. (2020 April 7). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. EURASIA Journal of Mathematics, Science and Technology Education, 16(7). https://doi.org/10.29333/ejmste/7893. Academia Letters, July 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Bhumika Das, bhumikadas777@gmail.com Citation: Das, B. (2021). Effect of the Covid-19 Pandemic on Education in India: A Case Study. Academia Letters, Article 2424. https://doi.org/10.20935/AL2424. 6 

ACADEMIA Letters Effect of the Covid-19 Pandemic on Education in India: A Case Study Bhumika Das, MATS University The COVID-19 pandemic has wreaked havoc on education systems around the world, affecting nearly 1.6 billion students in over 200 countries. More than 94 percent of the world’s student population has been affected by the school, university, and other learning space closures this has resulted in significant changes in every aspect of our lives. Orthodox educational activities have been greatly disrupted by social distancing and restrictive movement policies. After the restrictions have been lifted, the reopening of schools is another problem, as several new standard operating procedures have been implemented. Many scholars have shared their work on teaching and learning in various ways in the aftermath of the COVID-19 pandemic. Face-to-face instruction has been phased out at several schools, colleges, and universities. There is concern that the 2020 academic year will be lost in the future or much more in the future. Innovation and implementation of alternative educational systems and evaluation methods are urgently needed. The COVID-19 pandemic has given us the ability to lay the groundwork for digital learning. This article aims to provide a detailed report on the effect of the COVID-19 pandemic on online teaching and learning of various articles and suggest a course of action. Introduction The COVID-19 pandemic has spread across the globe, affecting almost all countries and territories. The outbreak was first discovered in Wuhan, China, in December 2019. Countries all over the world warned the public to exercise caution. Handwashing, wearing face masks, Academia Letters, July 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Bhumika Das, bhumikadas777@gmail.com Citation: Das, B. (2021). Effect of the Covid-19 Pandemic on Education in India: A Case Study. Academia Letters, Article 2424. https://doi.org/10.20935/AL2424. 1 physical distancing, and avoiding mass gatherings and meetings have all been used as public health techniques. In order to flatten the curve and monitor the spread of the disease, lockdown and stay-at-home methods have been implemented (Sintema, 2020). During the second week of March 2020, Bhutan announced the closure of schools and organizations, as well as a decrease in business hours (Kuensel, 2020, 6 March). From August 1, 2020, the entire country was placed on a lockdown (Palden, 2020). In the meantime, people were able to travel about, workplaces reopened, schools and colleges reopened for some degrees, and others continued with online classes. The school closure has impacted more than 170,000 Bhutanese children in grades PP–XII. The consequences are far-reaching, and they have had an effect on learning this academic year and will continue to do so in the coming days. Face-to-face instruction has been phased out at a number of schools, colleges, and universities. Alternative instructional and evaluation methods must be developed and implemented quickly. The COVID-19 pandemic has given us the ability to pave the way for digital learning to be implemented (Dhawan, 2020). The lack of online teaching infrastructure, teachers’ limited exposure to online teaching, the knowledge divide, a non-conducive climate for learning at home, equity, and academic excellence in higher education are all highlighted in the research. The effect of the COVID-19 pandemic on the teaching and learning process around the world is examined in this paper. During the COVID-19 pandemic, the difficulties and opportunities of online and continuing education are summarised, and a path forward is proposed. Continuing Education By Online Pedagogy During the pandemic, e-learning resources were critical in assisting colleges and universities in facilitating student learning during the closing of universities and schools (Subedi et al., 2020). Staff and student readiness must be assessed and encouraged when adjusting to the latest changes. Learners with a fixed mindset have a hard time adapting and adjusting, whereas learners with a growth mindset adapt quickly to new situations. For online learning, there is no one-size-fits-all pedagogy. There are a number of subjects to choose from, each with its own set of requirements. Various subjects and age groups necessitate various approaches to online learning (Doucet et al., 2020). Physically disabled students will also benefit from online learning because it enables them to engage in learning in a simulated environment with minimal movement (Basilaia & Kvavadze, 2020). Academia Letters, July 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Bhumika Das, bhumikadas777@gmail.com Citation: Das, B. (2021). Effect of the Covid-19 Pandemic on Education in India: A Case Study. Academia Letters, Article 2424. https://doi.org/10.20935/AL2424. 2 Teaching and Learning Challenges Students are assessed online, which involves a lot of trial and error, as well as ambiguity and confusion among teachers, students, and parents. . Many schools and organizations have yet to implement appropriate plagiarism-checking initiatives, owing to the large student population. Internal tests and exams for major public qualifications such as the General Certificate of Secondary Educations (GCSE) have been halted, and levels have been canceled for the whole cohort in the UK as a result of the lockdown. Depending on how long the lockdown lasts, postponing or canceling the whole exam assessment may be a real possibility (United Nations, 2020). Due to the COVID-19 outbreak and national lockdown, various state-level board exams, recruitment exams, university-level exams, and entrance exams have been postponed across India. BITSAT 2020, NATA 2020, CLAT 2020, MAT 2020, ATMA 2020, and other entrance exams have also been delayed or rescheduled. Teaching and Learning Possibilities during Pandemic For the first time ever, online platforms such as Google Classroom, Zoom, interactive learning environments, social media, and various community channels such as Telegram, Messenger, WhatsApp, and WeChat are explored and tried for teaching and learning. Also after face-toface teaching returns, this can be explored further, and these sites can offer additional tools and coaching to learners. Teachers are expected to come up with innovative ideas to help solve the drawbacks of virtual teaching. When educators, parents, and students share common experiences, there are incomparable opportunities for collaboration, innovative ideas, and willingness to learn from others and try new tools (Doucet et al., 2020). Many educational organizations are making their resources and solutions available for free in order to assist and facilitate teaching and learning in a more immersive and engaging manner. Discussion As of July 2020, the pandemic had impacted 98.6% of learners worldwide, or 1.725 billion children and youth in 200 countries, from pre-primary to higher education (United Nations, 2020). As a result, making learning feasible and accessible by homeschooling has become a pressing need. Online learning does not allow for the use of pedagogy that is accessible and used for face-to-face learning. Despite the fact that a variety of pedagogy has been developed Academia Letters, July 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Bhumika Das, bhumikadas777@gmail.com Citation: Das, B. (2021). Effect of the Covid-19 Pandemic on Education in India: A Case Study. Academia Letters, Article 2424. https://doi.org/10.20935/AL2424. 3 for online and distance learning, teachers who are technologically illiterate need appropriate professional development and training in order to align themselves with their students. Authentic evaluations and timely reviews are critical parts of the learning process. The availability of helpful formative tests and timely input to online learners is a critical component of online distance teaching (Doucet et al., 2020). This has been found to be difficult for educators and the educational system. Due to larger class sizes, a lack of online teaching infrastructure and professional growth, and the students’ non-participative disposition, it is more difficult in Bhutan. Many educational firms have prepared a variety of online infrastructure that has been made open for learning during this pandemic. The affordability and accessibility of these online infrastructures for students from all walks of life remain a challenge. Students with special needs, such as hearing impairment, vision impairment, or mobility disorders, need extra instruction, as well as support and guidance. Many caregivers and parents at home are unable to meet these needs, which impedes this group’s learning. As a result, time and money should be spent exploring and researching the best options for these students’ special educational needs (SEN). Since all students’ assignments and exams are completed at home, educators have a difficult time determining the authenticity of the work and the actual learning that is taking place. Furthermore, many parents direct and assist their children throughout the learning process, with varying degrees of success. Another field of research is student grading since no proper standards have been established and implemented. Conclusion While numerous studies have been conducted, the report on the effect of the COVID-19 pandemic on teaching and learning around the world concludes that, in the case of developing countries, appropriate pedagogy and platforms for different class levels of higher secondary, middle, and primary education need to be explored further. Internet bandwidth is limited, with fewer access points, and data packages are expensive in comparison to people’s income in many developing countries, limiting connectivity and affordability. To improve the situation, policy action is needed. A study field is further discovery and investigation of successful pedagogy for online teaching and learning. Another field of research is the need for developing resources for authentic evaluations and timely feedback. The affordability and accessibility of educational tools for all learners from various economic backgrounds has been described as a challenge, for which educational tool developers should concentrate on customization. Intervention at the policy level is also important. Given the current situation, education systems around the world, including Bhutan’s, must inAcademia Letters, July 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Bhumika Das, bhumikadas777@gmail.com Citation: Das, B. (2021). Effect of the Covid-19 Pandemic on Education in India: A Case Study. Academia Letters, Article 2424. https://doi.org/10.20935/AL2424. 4 vest in teacher professional development, especially in ICT and effective pedagogy. Another field of research and development is using user-friendly resources to make online teaching more creative, innovative, and interactive. This will help to prepare the educational system for potential uncertainties. The COVID-19 pandemic has taught us that teachers and students/learners should be trained on how to use various online educational resources. When regular classes resume following the COVID-19 pandemic, teachers and students should be encouraged to continue using online resources to improve teaching and learning. References 1) Basilaia, G., Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), 10. https://doi.org/10. 32933/pr/7937. 2) Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crises. Journal of Educational Technology, 49(1), 5–22. https://doi.org/10.1177/0047239520934018. 3) Doucet, A., Netolicky, D., Timmers, K., Tuscano, F. J. (2020). Thinking about pedagogy in an unfolding pandemic (An Independent Report on Approaches to Distance Learning during COVID-19 School Closure). Work of Education International and Unesco.https://issuu.com/educationinternational/docs/2020_research_covid-19_eng, Guidance Note on Education Systems’ Response to COVID19 . (2020, March). p. 6 4) Kuensel. (2020, March 6). First confirmed coronavirus case in Bhutan. Kuensel. https:// kuenselonline.com/first-confirmed-coronavirus-case-in-bhutan/ Maurin, E., McNally, S. (2008). Vive la révolution! Long-term educational returns of 1968 to the angry students. Journal of Labor Economics, 26(1). https://doi.org/10.1086/522071. 5) Murgatrotd, S. (2020, March). COVID-19 and Online learning, Alberta, Canada. doi:10.13140/RG.2.2.31132.8512. 6) Palden, T. (2020, August 12). Women test COVID-19 positive after five tests locking down entire country. Kuensel, pp. 1–2. 7) Petrie, C. (2020). Spotlight: Quality education for all during COVID-19 crisis (hundrED Research Report #01). United Nations. https://hundred.org/en/collections/quality-education- Academia Letters, July 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Bhumika Das, bhumikadas777@gmail.com Citation: Das, B. (2021). Effect of the Covid-19 Pandemic on Education in India: A Case Study. Academia Letters, Article 2424. https://doi.org/10.20935/AL2424. 5 for-all-during-coronavirus. 8) Ravichandran, P., Shah, A. K. (2020 July). Shadow pandemic: Domestic violence and child abuse during the COVID-19 lockdown in India. International Journal of Research in Medical Sciences, 08(08), 3118. https://doi.org/10.18203/2320-6012.ijrms20203477. 9) Subedi, S., Nayaju, S., Subedi, S., Shah, S. K., Shah, J. M. (2020). Impact of e-learning during COVID-19 pandemic among nurshing students and teachers of Nepal. International Journal of Science and Healthcare Research, 5(3), 9. 10) Sintema, E. J. (2020 April 7). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. EURASIA Journal of Mathematics, Science and Technology Education, 16(7). https://doi.org/10.29333/ejmste/7893. Academia Letters, July 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Bhumika Das, bhumikadas777@gmail.com Citation: Das, B. (2021). Effect of the Covid-19 Pandemic on Education in India: A Case Study. Academia Letters, Article 2424. https://doi.org/10.20935/AL2424. 6